The Use of Metadiscourse Markers in the Spoken Discourse of Different EMI Disciplines

IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Cansu Aykut-Kolay, Banu Inan-Karagul
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引用次数: 0

Abstract

Metadiscourse (MD) allows instructors to organize classroom discourse and reflect their own style while delivering the content. MD has been studied for years, especially with a focus on written contexts even though the number of studies conducted on spoken contexts in different educational settings has a tendency to increase. With the increasing spread of English medium instruction (EMI) across the world, the role of MD in EMI classroom discourse has become a field of research that is worth investigating. Concerning the Turkish context, MD has recently been a popular research area, but there are limited number of studies conducted the examination of MD in spoken interactions in the Turkish context. To this end, the current study aims to investigate the distribution and lexicogrammatical realizations of metadiscourse markers employed by the lecturers in the spoken discourse of different EMI courses. A corpus-based discourse analysis was carried out by referring to Ädel’s (2010) framework of metadiscourse. The qualitative and quantitative analyses of the corpus collected from 36 hours of lesson observation have revealed some variations in both the distribution and realization of metadiscursive categories in different EMI courses.
元话语标记在不同 EMI 学科口语话语中的使用
元话语(MD)允许教师组织课堂话语,并在讲授内容时体现自己的风格。多年来,人们一直在研究元话语,特别是侧重于书面语境,尽管在不同教育环境中对口语语境进行的研究有增加的趋势。随着以英语为媒介的教学(EMI)在全球的日益普及,MD 在 EMI 课堂话语中的作用已成为一个值得研究的领域。在土耳其语境中,MD 近来成为一个热门研究领域,但对土耳其语境中口语互动中的 MD 进行研究的数量有限。为此,本研究旨在调查讲师在不同 EMI 课程的口语话语中使用的元话语标记的分布和词法实现情况。研究参考了 Ädel(2010 年)的元话语框架,进行了基于语料库的话语分析。通过对 36 个小时的课堂观察所收集到的语料进行定性和定量分析,我们发现元话语类别在不同的 EMI 课程中的分布和实现都存在一些差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Chinese Journal of Applied Linguistics
Chinese Journal of Applied Linguistics EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.50
自引率
0.00%
发文量
377
期刊介绍: The Chinese Journal of Applied Linguistics (CJAL) (formerly known as Teaching English in China – CELEA Journal) was created in 1978 as a newsletter by the British Council, Beijing. It is the affiliated journal of the China English Language Education Association (founded in 1981 and now the Chinese affiliate of AILA [International Association of Applied Linguistics]). The Chinese Journal of Applied Linguistics is the only English language teaching (ELT) journal in China that is published in English, serving as a window to Chinese reform on ELT for professionals in China and around the world. The journal is internationally focused, fully refereed, and its articles address a wide variety of topics in Chinese applied linguistics which include – but also reach beyond – the topics of language education and second language acquisition.
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